Transcript SLPs and Common Core Standards: Creating Linkage for

SLPs and Common Core Standards:
Creating Linkage for Student Success
Beth Nishida
Director of Special Education
Hacienda La Puente USD
Outline of Today’s Topics
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Linking CCSS to the Work of School-Based SLPs
Linking to a National Perspective
Linking to Assessment
Linking IEPs, Goals and Service Delivery via
CCSS to the Roles and Responsibilities of SLPs
• Foundation of CCSS
Linking CCSS to the Work
of School-Based SLPs
– Historical Perspective
– Current Educational
Environment and Reforms
• Big Shifts in Instructional
Approaches
• Plans for Students with
Disabilities
• Universal Design for Learning
(UDL)
• English Language Arts (ELA)
and Math
• Listening and Speaking
Standards
Education Reform Movements:
Foundation for CCSS
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•
•
•
1983 – A Nation At Risk
Wave One Reform – Top Down Initiatives
Wave Two Reform – Bottom Up Initiatives
Wave Three Reform – Including Special
Populations; Standards Based reforms
• Legislative Requirements
– IDEA 1997
– NCLB 2001
– IDEA 2004
• Common Core State Standards
CCSS
• Recognizing the value and need for consistent
learning goals across states, in 2009 the state
school chiefs and governors that comprise
CCSSO and the NGA Center coordinated a
state-led effort to develop the Common Core
State Standards. Designed through
collaboration among teachers, school chiefs,
administrators, and other experts, the
standards provide a clear and consistent
framework for educators.
CCSS
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•
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The standards are:
Research- and evidence-based
Clear, understandable, and consistent
Aligned with college and career expectations
Based on rigorous content and application of
knowledge through higher-order thinking skills
• Built upon the strengths and lessons of current state
standards
• Informed by other top performing countries in order to
prepare all students for success in our global economy
and society
Begin with the End in Mind:
Educational Environment in 2014
• Schools are still experiencing tight budgets,
even as the economy recovers
• Expectations and accountability continue to
increase
• Prospects of reauthorization for ESEA/NCLB
and IDEA are forestalled
• Value-Added Expectations
• Common Core State Standards move forward
Schools:
The Context of Our Services
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Accountability continues
IDEA and ESEA
Need for 21st Century Skills for our learners
Developing a Global Citizenry
Reduced resources to address enormous (and
growing) demands
• Litigation
• And……. For SLPs and Audiologists…..
Speech and Hearing Professionals:
The Context of Our Profession
• Demands for our services increasing, even as we
face widespread shortages
• SLPs have a key and important role and
opportunity to guide the response to the
challenges presented to our schools
• Expertise in language, medical issues, autism,
social skills development and organizational
behavior that is NEEDED by our schools
• We are at a critical crossroad in terms of how we
define our contribution
Despite it All: We Need to Keep
Focused on the Kids!
Twenty-First Century Learners
Common Core: Mission Statement
http://www.corestandards.org
The Common Core State Standards provide a consistent,
clear understanding of what students are expected to learn,
so teachers and parents know what they need to do to help
them. The standards are designed to be robust and relevant
to the real world, reflecting the knowledge and skills that our
young people need for success in college and careers. With
American students fully prepared for the future, our
communities will be best positioned to compete successfully
in the global economy
Common Core Standards Meet
Speech-Language Services
• National Governors Association and the
Council of Chief State School Officers launched
Common Core Standards.
• Forty-five states, the District of Columbia, four
territories and the DOD schools have adopted
these standards for implementation.
• A national movement, but not a federal
program.
• Refines and updates standards
Education’s Focus:
The Common Core State Standards
• http://www.youtube.com/watch?v=5s0rRk9sE
R0 (3:22 min.)
What skills have been
identified as critical to
success in college and
work in the 21st
century?
Communication
Collaboration
Critical Thinking
Creativity
Source: Partnership for 21st Century Skills
Communication
Communicating is the process of transferring a thought from one mind to
others and, in return, receiving thoughts back. Communicating allows
minds to tune to each other, thinking together. Here are some of the basic
abilities required for communicating:
• Analyzing the situation means thinking about the subject, purpose,
sender, receiver, medium, and context of a message.
• Choosing a medium involves deciding the most appropriate way to deliver
a message, ranging from a face-to-face chat to a 400-page report.
• Evaluating messages means deciding whether they are correct, complete,
reliable, authoritative, and up-to-date.
• Following conventions means communicating using the expected norms
for the medium chosen.
• Listening actively requires carefully paying attention, taking notes, asking
questions, and otherwise engaging in the ideas being communicated.
– From Thoughtful Learning
Communicating
• Reading is decoding written words and images in order to understand
what their originator is trying to communicate.
• Speaking involves using spoken words, tone of voice, body language,
gestures, facial expressions, and visual aids in order to convey ideas.
• Turn taking means effectively switching from receiving ideas to providing
ideas, back and forth between those in the communication situation.
• Using technology requires understanding the abilities and limitations of
any technological communication, from phone calls to e-mails to instant
messages.
• Writing involves encoding messages into words, sentences, and
paragraphs for the purpose of communicating to a person who is
removed by distance, time, or both.
– From Thoughtful Learning
Collaboration
• Collaborating is working together with others to achieve a common goal.
In this age of social media and crowd sourcing, collaboration is more
important than ever. Here are some of the basic abilities needed to
collaborate.
• Allocating resources and responsibilities ensures that all members of a
team can work optimally.
• Brainstorming ideas in a group involves rapidly suggesting and writing
down ideas without pausing to critique them.
• Decision-making requires sorting through the many options provided to
the group and arriving at a single option to move forward.
• Delegating means assigning duties to members of the group and
expecting them to fulfill their parts of the task.
• From Thoughtful Learning
Collaboration
• Evaluating the products, processes, and members of the group provides a
clear sense of what is working well and what improvements could be
made.
• Goal setting requires the group to analyze the situation, decide what
outcome is desired, and clearly state an achievable objective.
• Leading a group means creating an environment in which all members can
contribute according to their abilities.
• Managing time involves matching up a list of tasks to a schedule and
tracking the progress toward goals.
• Resolving conflicts occurs from using one of the following strategies:
asserting, cooperating, compromising, competing, or deferring.
• Team building means cooperatively working over time to achieve a
common goal.
– From Thoughtful Learning
Critical Thinking
• Critical thinking is focused, careful analysis of
something to better understand it. When
people speak of “left brain” activity, they are
usually referring to critical thinking. Here are
some of the main critical-thinking abilities:
– From Thoughtful Learning
Critical Thinking
• Analyzing is breaking something down into its
parts, examining each part, and noting how the
parts fit together.
• Arguing is using a series of statements connected
logically together, backed by evidence, to reach a
conclusion.
• Classifying is identifying the types or groups of
something, showing how each category is distinct
from the others.
– From Thoughtful Learning
Critical Thinking
• Comparing and contrasting is pointing out the similarities and
differences between two or more subjects.
• Defining is explaining the meaning of a term using denotation,
connotation, example, etymology, synonyms, and antonyms.
• Describing is explaining the traits of something, such as size, shape,
weight, color, use, origin, value, condition, location, and so on.
• Evaluating is deciding on the worth of something by comparing it
against an accepted standard of value.
• Tracking cause and effect is determining why something is
happening and what results from it.
From Thoughtful Learning
Creativity
Creative thinking is expansive, open-ended invention and discovery of
possibilities. When people speak of “right brain” activity, they most often
mean creative thinking. Here are some of the more common creative
thinking abilities:
• Brainstorming ideas involves asking a question and rapidly listing all
answers, even those that are far-fetched, impractical, or impossible.
• Creating something requires forming it by combining materials, perhaps
according to a plan or perhaps based on the impulse of the moment.
• Designing something means finding the conjunction between form and
function and shaping materials for a specific purpose.
• Entertaining others involves telling stories, making jokes, singing songs,
playing games, acting out parts, and making conversation.
From Thoughtful Learning
Creativity
• Imagining ideas involves reaching into the unknown and impossible,
perhaps idly or with great focus, as Einstein did with his thought
experiments.
• Improvising a solution involves using something in a novel way to solve a
problem.
• Innovating is creating something that hasn’t existed before, whether an
object, a procedure, or an idea.
• Overturning something means flipping it to get a new perspective,
perhaps by redefining givens, reversing cause and effect, or looking at
something in a brand new way.
• Problem solving requires using many of the creative abilities listed here to
figure out possible solutions and putting one or more of them into action.
• Questioning actively reaches into what is unknown to make it known,
seeking information or a new way to do something.
– From Thoughtful Learning
What components
are included in the
standards for English
Language Arts?
English language arts includes these components:
• Reading Literature (9 standards)
• Reading Informational Text (10 standards)
• Foundation – phonics and word recognition (2-4 standards
grades K-5 only)
• Writing (7-10 standards)
• Language-grammar and vocabulary (5-6 standards)
• Speaking and Listening (6 standards)
Shifts in English Language Arts
• Staircase of complexity
• Literary + informational texts
• Literacy included in Social Studies and
Science
• 3 types of writing K-12
– Informative/Explanatory
– Narrative
– Persuasive
• Emphasis on academic vocabulary
Key Shifts in English Language Arts
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Regular practice with complex texts and their academic language
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Reading, writing, and speaking grounded in evidence from texts, both literary and
informational
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Building knowledge through content-rich nonfiction
Are there shifts in
Common Core Math?
Focus-narrow and deepen the
scope
Coherence connecting across
grade levels
Fluency-speed and accuracy
Deep understanding
Application of concepts
Dual Intensity -Practice and
understand
Two Sets of Standards
in Math
• Mathematical Practice
Standards
• Math Domain Standards by
grade level
Mathematical Practice Standards
• Make sense of problems and persevere in solving
them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the
reasoning of others.
• Model with mathematics
• Use appropriate tools strategically.
• Be precise.
• Look for and make use of structure
• Look for and express regularity in repeating
reasoning.
Mathematical Domain Standards
Students Who Meet the
Common Core State Standards
• Demonstrate independence
• Build strong content knowledge
• Respond to varying demands of audience, task, purpose, and
discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically and capably
• Understand other perspectives and cultures
Source: Common Core State Standards for English Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects, p. 7. Available at www.corestandards.org/thestandards/english-language-arts-standards
From: The Special Edge, Summer 2012, 25 (3), p. 1
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
The Common Core Essential Elements
emphasize:
• Learning that builds over time.
• Application of knowledge and skills.
• Active participation and interaction in learning
activities.
• Collaboration and communication.
• Ongoing comprehensive instruction in reading,
writing, speaking, listening and language.
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy & Disability
Studies UNC, Chapel Hill
NCSC’s Commitment to Communicative Competence
Communication at some level is possible and identifiable for all students
regardless of functional “level,” and is the starting point for developing
communicative competence. Communication competence is defined as
the use of a communication system that allows students to gain and
demonstrate knowledge. Many people with severe speech or language
problems rely on alternative forms of communication, including
augmentative and alternative communication (AAC) systems, to use with
existing speech or replace difficult to understand speech.
NCSC Parent Materials September 2013.
http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC-CommunicativeCompetence-9-10-13.pdf
The Foundational Principles of the
NCSC Alternate Assessment
IEP Alignment
BLOOM’S TAXONOMY
Remembering
Understanding
Applying
Analyzing
Can the
student
distinguish
between the
different
parts?
Can the
student recall
or remember
the info.?
Can the
student
explain ideas
or concepts?
Can the
student use
the info. in a
new way?
define
duplicate
list
memorize
recall
repeat
reproduce
state
classify
describe
discuss
explain
identify
locate
recognize
report
select
translate
paraphrase
choose
demonstrate
dramatize
employ
illustrate
interpret
operate
schedule
sketch
solve
use
write.
appraise
compare
contrast
criticize
differentiate
discriminate
distinguish
examine
experiment
question
test
Evaluating
Creating
Can the
student justify
a stand or
decision?
Can the
student
create new
product or
point of view?
appraise
argue
defend
judge
select
support
value
evaluate
assemble,
construct
create
design
develop
formulate
write
CCSS – Depth of Knowledge
Focuses on complexity of content standards in order
to successfully complete an assessment or task. The
outcome (product) is the focus of the depth of
understanding.
The Depth of Knowledge is NOT determined by the
verb (Bloom’s Taxonomy), but by the context in which
the verb is used and the depth of thinking required.
CCSS – Depth of Knowledge
An example:
DOK 1- Describe three characteristics of metamorphic rocks.
(Requires simple recall)
DOK 2- Describe the difference between metamorphic and
igneous rocks. (Requires cognitive processing to determine the
differences in the two rock types)
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (Requires deep
understanding of rock cycle and a determination of how best to
represent it)
CCSS – Depth of Knowledge
It’s about what follows the verb, i.e., what comes after
the verb is more important than the verb itself.
Analyze this sentence to decide if the commas have been
used correctly” does not meet the criteria for high cognitive
processing.
The student who has been taught the rule for using
commas is merely using the rule.
http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
COMMON CORE "HABITS OF MIND"
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English Language Arts Capacities:
They demonstrate independence.
They build strong content knowledge.
They respond to the varying demands of audience, task,
purpose, and discipline
• They comprehend as well as critique.
• They value evidence.
• They use technology and digital media strategically and
capably.
• They come to understand other perspectives and cultures.
http://www.ocde.us/CommonCoreCA/Pages/Habits-ofMind.aspx
COMMON CORE "HABITS OF MIND"
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•
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Mathematical Practices:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of
others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
http://www.ocde.us/CommonCoreCA/Pages/Habits-ofMind.aspx
What is Universal Design?
http://www.youtube.com/watch?v=bDvKnY0g6e4
What is Universal Design?
Is our learning environment welcoming?
UDL is the proactive design of
curriculum and instruction to
ensure they are educationally
accessible regardless of
learning style, physical or
sensory abilities.
Just as physical barriers exist in our physical environment, curricular
barriers exist in our instructional environment.
How is Universal Design Defined?
The term UDL means a scientifically valid framework
for guiding educational practice that:
Provides flexibility in the ways information is
presented (recognition), in the ways students respond
or demonstrate knowledge and skills (action and
expression), and in the ways students are engaged
(engagement); and
How is Universal Design Defined?
The term UDL means a scientifically valid framework
for guiding educational practice that:
…reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and
maintains high achievement expectations for all
students, including students with disabilities and
students who are English Language Learners. (Higher
Education Opportunity Act of 2008)
Universal Design for Learning (UDL)
• The Common Core State Standards are grounded
in UDL.
• How does that affect the instruction we provide
for students with significant cognitive disabilities?
• How are UDL and Assistive Technology related?
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy & Disability Studies
UNC, Chapel Hill
UDL
• Universal design for learning is a scientifically valid
framework for guiding educational practice that:
– (a) provides flexibility in the ways information is presented,
in the ways students respond or demonstrate knowledge
and skills, and in the ways students are engaged; and
– (b) reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and maintains
high achievement expectations for all students, including
students with disabilities and students who are limited
English proficient. (Higher Education Opportunity Act)
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy & Disability Studies
UNC, Chapel Hill
Principles of UDL
• Provide multiple, flexible means of:
– PRESENTATION (REPRESENTATION)
– EXPRESSION
– ENGAGEMENT
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy & Disability Studies UNC, Chapel
Hill
Limited UDL for Students with
Significant Cognitive Disabilities
• Tendency toward:
– Structure & teacher-directed instruction
– Technology for access not learning
• Singular views of
– Presentation
• Repetition without variety
– Expression
• 80% on 4 of 5 days
• Engagement & Participation
– Extrinsic rewards & motivators
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy & Disability Studies UNC, Chapel
Hill
Common Core Essential
Elements and UDL for
students with Significant
Cognitive Disabilities
• Focus on
conceptual/cognitive
development rather
than specific skills.
• Increased emphasis on
multiple & flexible
means of presentation,
engagement and
expression
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy &
Disability Studies UNC, Chapel Hill
Common Core State Standards for
Speaking and Listening
Speaking and Listening: The Key Role of
Evidence
• http://www.youtube.com/watch?v=FZXwEaHr
dbo
Think about/Talk
about Activity
Look up the CCSS
for Listening and
Speaking. How
do you think the
SLP will be
involved in
Speaking and
Listening
Standards? What
kind of issues
might arise?
Linking to a National Perspective
“The common Core State Standards are here,
and school-based SLPs are in a prime position
to help students.”
Ehren, Blosser, Roth, Paul, and Nelson
ASHA Leader, April 3, 2012
(from Moreau, 2012)
COMMON CORE STANDARDS
Common Core State Standards:
Fewer, Clearer, Higher
• Recommendation of Rising Above the Gathering
Storm (2005) that U.S. students must be able to
compete in a global economy, so they need global
standards.
• Standards address what students are expected to
know and be able to do.
• Designed to be robust and relevant and to reflect
the knowledge and skills that all young people
will need for success in college and careers.
International Center for Leadership in Education (February 2011)
Common Core State Standards:
Fewer, Clearer, Higher
“The goal of the Common Core State Standards
is to focus on the knowledge and skills needed
by all students so they can be successful in
college and careers. This goal applies for all
students. Students who are receiving special
education services are no exception. They too
are expected to be challenges to excel within
the general education curriculum based on the
Common Core State Standards.”
International Center for Leadership in Education (February 2011)
Percentage Distribution of 321 Year Olds Served Under
IDEA by Primary Disability
Type 2007-2008
The largest category of students in
special education is students with
learning disabilities, which means
they have average or above average
intelligence according to federal
definition. This group accounts for
39% of classified students. The
second largest group is students
who are speech impaired. Also
included are students who are
heading of visually impaired,
orthopedically impaired, other
health impaired, emotionally
disturbed or developmentally
delayed. These categories
encompass almost all students in
special education. Most of these
students by definition do not have a
significant cognitive disability; many
fit within the normal range on the
intelligence scale.
International Center for Leadership in
Education (February 2011), p. 4 - 5
Disability
Percent
Learning Disability
39
Speech-Language Impairment
22
Other Health Impairment
10
Intellectual Disability
8
Emotional Disturbance
7
Developmental Delay
5
Autism
4
Multiple Disabilities
2
Hearing Impairments
1
Orthopedic Impairments
1
Common Core Standards Meet
Speech-Language Services
• Include Listening and Speaking standards
• Spiral connection throughout the grade levels
• Fewer standards that make it clear what students
need to know
• Global connection
• Consideration for English Learners and Students
with Disabilities
• Schools and states are preparing for this change,
and SLPs need to be a part of this change!
Growth Mindset
• Introduction (1.16)
• http://www.youtube.com/watch?v=o8JycfeoV
zg
Educational Approaches for Students
with Cognitive Disabilities
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•
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Developmental Model – Early 1970s
Functional Skills Approach – Late 1970s
Reauthorization of IDEA – 1997
No Child Left Behind Act of 2001
Common Core State Standards – 2010
From: Penelope Hatch, Ph.D., CCC-SLP Center for Literacy &
Disability Studies UNC, Chapel Hill
Five Shifts that will happen in every
classroom with CCSS
• Lead High Level, Text-Based Discussion
• Focus on Process, Not Just Content
• Create Assignments for Real Audiences with
Real Purpose
• Teach Argument, Not Persuasion
• Increase Text Complexity (Davis, p. 1)
Therefore, intervention should focus
on…
• vocabulary and completed sentences
• working with students on close reading
• notice and understand functions of text
structure
– i.e. headings, bullets, bold type
• utilize story maps and character analysis
charts
(ASCD/Varlas, 2012)
Instruction should focus on…
• teaching the text and spend time with the text
• teaching strategies, but not in place of spending time
with the text
• having students reread the text when they struggle
• having students summarize what they have read to
check for understanding
• having students ask questions about the text
• building “habits of mind” with short, complex texts
(ASCD/Varlas, 2012)
To support students in mastering the CCSS, SLPs
should focus on…
• provide oral language development
interventions
• support interrelationships between reading,
writing, speaking, listening, and language
• collaborate with teachers, families and
administrators
• enable RTI initiatives
(Moreau, 2012)
To support students in mastering the CCSS, SLPs
should focus on…
• intervention for skill development focused on
increasing syntax from simple to complex
– i.e. word order, cohesive ties, verb tense,
morphology, sentence combining, multi-clausal
sentences in academic disciplines
• intervention to develop communication competence,
• intervention that includes advance text structure and
discourse
(Moreau, 2012)
Math Discourse
Talk Moves
•
•
•
•
•
•
Revoicing-Clarifying
– “So you are saying…Did I get that
right?”
Repeating
– “Who will repeat or rephrase what
he said?”
Reasoning
– “Do you agree or disagree with
– what was said, and why?”
Adding On
– “What can you add to the idea she is
building?”
Wait Time
– “Take your time”
Adapted from Classroom Discussions: Using Math Talk to Help
Students Learn by Suzanne Chapin, Catherine O’Connor, and
Nancy Anderson. Math Solutions Publications 2009
Premises for Teaching Math
• Conceptual understanding
• Make sense and persevere
in problem solving
• Multiple access points to
math problems – use these
avenues of access to
increase conversation or
use increased conversation
as methods to travel the
avenues of access
• Engage in math practices to
access CCSS
• Wrap arms around the
problem
• REASON abstractly and
quantitatively
• Mistakes are GOOD! Kids
make mistakes because
they don’t have a
conceptual understanding
•
Andrea Holmes, SMUDS, 12/13
Procedural Fluency
Skills to carry out procedures
• Flexibility
• Accurately
• Efficiently
• Appropriately
• Kids need to make
sense of numbers
• Context changes every
thing
• Help them to wrap their
arms around the
problem
• Holmes, SMUSD
Positive Influences of Math Discourse
• Talk can reveal understanding and
misunderstanding
• Talk can support thinking and learning
• Talk supports deeper understanding
• Talk supports language development
7-step process for utilizing the CCSS in the
development of an IEP (Rudebusch, 2012)
• Consider the content standards
• Examine data
• Determine the student’s present level of
performance
• Develop measurable goals
• Assess progress
• Identify special instruction
• Determine the most appropriate assessment
options
To design and unpack the standards…(Power-deFur
and Flynn, 2012)
• Review the Content Standards for the
student’s grade
• Determine where the student is functioning in
relation to the standards
• Review the student’s IEP
• Review the classroom materials
• Collaborate with teachers
• Design and implement intervention
Common Core State Standards and the SLP
• Georgia Organization of School-Based SLPs
(GO- SSLP)
• http://www.gosslp.org/displaycommon.cfm?a
n=1&subarticlenbr=21
• ASHA
• http://www.asha.org/SLP/schools/CommonCore-State-Standards/
Think about/Talk
about Activity
Examine the verbs
that describe the
learning students
need to demonstrate.
How will this impact
the SLP and the
students in general
and special
education? Do you
believe CCSS will lead
to increased
identification? How
can we prevent that?
Linking To Assessment
• California Department of Education
• http://www.cde.ca.gov/re/cc/
• California Assessment
Assessment Consortia
• Partnership for Assessment of Readiness for College
and Careers (PARCC)
• Smarter Balanced Assessment Consortium (SBAC)
– California is a member
• National Center and State Collaborative (NCSC)
– Building an AA-AAS
– California is a partner
• Dynamic Learning Maps (DLM)
– Essential Elements (EE)
– http://sped.dpi.wi.gov/files/sped/pdf/assmt-ccee-englishwodescr.pdf
Smarter Balanced
• California Assessment System
– http://www.cde.ca.gov/ta/tg/sa/index.asp
– Statewide Testing in California
• Smarter Balanced Usability, Accessibility, and
Accommodation Guide
– http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/09/SmarterBalanced_Guidelines_0
91113.pdf
• Frequently Asked Questions (FAQ)
– http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_F
AQ.pdf
SBAC
• Usability – universal tools
– Available for all students
• Accessibility – designated supports
– Available when indicated by an adult or team
• Accommodations
– Available when need is documented by an IEP or
504 team
Smarter Balanced:
Designated Supports
• Scores will count for federal accountability
• Designated Supports reported in the TIDE –
Testing Information Distribution Engine.
• Individual Student Assessment Accessibility
Profile (ISAAP) – may be developed to guide
process
Alternate Assessments Based on Alternate Academic
Achievement Standards
http://www.cehd.umn.edu/NCEO/TopicAreas/AlternateAssessments/aa_aas.htm
Alternate assessments based on alternate achievement
standards (AA-AAS) are assessments used to evaluate the
performance of students with the most significant
cognitive disabilities. AA-AAS are meant to assess the
grade-level content with less depth, breadth, and
complexity than the regular assessment, and with a
different definition of how well and how much students
know and do in the content to be considered proficient.
States must define alternate achievement standards using
a documented and validated standard-setting process
reflecting an appropriate high expectation that will yield
increased achievement.
Alternate Assessments Based on Alternate Academic
Achievement Standards
http://www.cehd.umn.edu/NCEO/TopicAreas/AlternateAssessments/aa_aas.htm
The AA-AAS is intended to be used with students with significant
cognitive disabilities as determined by each state's eligibility criteria.
National data on who participates in AA-AAS show that participating
students are those with the most severe intellectual disabilities and
multiple disabilities−children who represent fewer than 1 percent of all
students, or less than 10 percent of all students who have disabilities.
The figure of 1 percent is the regulatory cap on the percent of students
whose scores on AA-AAS can be treated as proficient for purposes of
school accountability. More students can participate in the AA-AAS
than 1 percent, but the cap on how the scores are used in
accountability is meant to avoid inappropriate inclusion of many
students in a lower achievement expectation than evidence suggests is
warranted.
Alternate Assessments Based on Alternate Academic
Achievement Standards
http://www.cehd.umn.edu/NCEO/TopicAreas/AlternateAssessments/aa_aas.htm
The achievement of these students on grade-level
content is very different from their general education
classroom peers, but the evidence of their work is
compelling. These students are able to learn academic
content with reduced complexity, breadth, and depth
clearly linked to the same grade-level content as their
peers. The federally produced publication [Learning
Opportunities for Your Child Through Alternate
Assessments] provides specific examples of what AA-AAS
can look like. Researchers and practitioners are working
side-by-side to capture the nature of the linkages to the
grade-level content in both instruction and in assessment.
Who are the students that participate in alternate
academic achievement standards?
Students who will participate in alternate academic achievement standards
are:
1. within one or more of the existing categories of disability under the IDEA
[Individuals with Disabilities Education Act] (e.g., autism, multiple
disabilities, traumatic brain injury, etc.);
2. students whose cognitive impairments may prevent them from attaining
grade-level achievement standards, even with the very best instruction
(U.S. Department of Education, Alternate Achievement Standards for Students
with the Most Significant Cognitive Disabilities Non-Regulatory Guidance,
August 2005, p. 23).
• The determination regarding which set of standards a student’s
instruction is based on is an Individualize Education Plan (IEP) team
decision. The determination is not based on a categorical disability label
but on the level of academic functioning of a student.
http://sped.dpi.wi.gov/sped_ccee-faq#ccee
New Statewide
Assessment System
Go to the Smarter
Balanced Website
and play with the
practice test
http://www.cde.ca.
gov/ta/tg/sa/index.
asp
• Practice Tests and Sample Items
• Practice Tests
The Smarter Balanced Practice Tests are
now available for grades three through
eight and grade eleven in Englishlanguage arts and mathematics. The
Practice Tests provide a preview of the
Smarter Balanced assessments, but do
not reflect the full range of content that
students may encounter on the actual
assessments.
• Sample Items and Performance Tasks
The samples on the Smarter Balanced
Web site illustrate the rigor and
complexity of the English-language
arts/literacy and mathematics items and
performance tasks students will
encounter on the Smarter Balanced
assessments.
Linking IEPs, Goals and Service Delivery Via CSS to the
Roles and Responsibilities of SLPs
Roles and Responsibilities of the School-Based
Speech-Language Pathologist
• Approved by the ASHA BOD May 2010
• http://www.asha.org/docs/html/PI201000317.html
School-Based SLP Roles and Responsibilities:
Critical Roles — SLPs have integral roles in education and are
essential members of school faculties.
• Working Across All Levels — SLPs provide appropriate
speech-language services in Pre-K, elementary, middle,
junior high, and high schools with no school level
underserved. (Note: In some states infants and
toddlers would be included in school services.)
• Serving a Range of Disorders — As delineated in the
ASHA Scope of Practice in Speech-Language Pathology
and federal regulations, SLPs work with students
exhibiting the full range of communication disorders,
including those involving language, articulation (speech
sound disorders), fluency, voice/resonance, and
swallowing. Myriad etiologies may be involved.
School-Based SLP Roles and Responsibilities:
Critical Roles — SLPs have integral roles in education and are
essential members of school faculties.
• Ensuring Educational Relevance — The litmus
test for roles assumed by SLPs with students
with disabilities is whether the disorder has an
impact on the education of students.
Therefore, SLPs address personal,
social/emotional, academic, and vocational
needs that have an impact on attainment of
educational goals.
School-Based SLP Roles and Responsibilities:
Critical Roles — SLPs have integral roles in education and are
essential members of school faculties.
• Providing Unique Contributions to Curriculum — SLPs
provide a distinct set of roles based on their focused expertise
in language. They offer assistance in addressing the linguistic
and metalinguistic foundations of curriculum learning for
students with disabilities, as well as other learners who are at
risk for school failure, or those who struggle in school settings.
• Highlighting Language/Literacy — Current research supports
the interrelationships across the language processes of
listening, speaking, reading, and writing. SLPs contribute
significantly to the literacy achievement of students with
communication disorders, as well as other learners who are at
risk for school failure, or those who struggle in school settings.
School-Based SLP Roles and Responsibilities:
Critical Roles — SLPs have integral roles in education and are
essential members of school faculties.
• Providing Culturally Competent Services — With the everincreasing diversity in the schools, SLPs make important
contributions to ensure that all students receive quality,
culturally competent services. SLPs have the expertise to
distinguish a language disorder from “something else.” That
“something else” might include cultural and linguistic
differences, socioeconomic factors, lack of adequate prior
instruction, and the process of acquiring the dialect of English
used in the schools. This expertise leads to more accurate and
appropriate identification of student needs. SLPs can also
address the impact of language differences and second
language acquisition on student learning and provide
assistance to teachers in promoting educational growth.
School-Based SLP Roles and Responsibilities:
Range of Responsibilities — SLPs help students meet the
performance standards of a particular school district and state.
• Prevention — SLPs are integrally involved in the
efforts of schools to prevent academic failure in
whatever form those initiatives may take; for
example, in Response to Intervention (RTI). SLPs use
evidence-based practice (EBP) in prevention
approaches.
• Assessment — SLPs conduct assessments in
collaboration with others that help to identify
students with communication disorders as well as to
inform instruction and intervention, consistent with
EBP.
Fusing Skills and Standards
SOURCE: “The Special EDge,” California Department of Education, Special Education Division
The California Department of Education has developed steps to aid teachers in writing grade-level, standards-based goals for individualized education programs. Excerpts
from a hypothetical IEP written for a 4th grade student who has trouble with reading comprehension and written language skills show how the steps can be applied.
•
•
•
•
•
•
•
1. USE PRESENT LEVEL OF PERFORMANCE
Tests show that concentrating on reading comprehension and writing strategies, with an emphasis on
organization and focus, would do the most to accelerate this hypothetical student to grade level. The
regular curriculum will address all other areas of weakness
2. CHOOSE THE STANDARD
The teacher identified this grade-level standard: “Identify structural patterns found in informational text
(e.g. compare and contrast, cause and effect, sequential or chronological order, proposition and support)
to strengthen comprehension.”
3. “UNPACK” THE STANDARD
The teacher breaks the standard into its component parts. For example, some parts of this standard
include: identify compare-and-contrast patterns, identify cause-and-effect patterns, identify the author’s
proposition.
4. ANALYZE THE SUBSKILLS
One subskill the teacher has chosen to focus on is “list the statements that support the author’s
proposition.”
5. DEVELOP THE GOAL
By the end of the school year, when given grade-level passages, the student will support the author’s
proposition with a minimum of six correct statements from each text passage on regularly scheduled,
curriculum-based reading- comprehension tests.
6. WRITE THE SHORT-TERM OBJECTIVES AND BENCHMARKS
By the middle of the school year, the student will identify the author’s proposition from the text correctly
in four out of five attempts, as measured by classroom discussion, daily reading journal entries, and work
samples.
7. MONITOR THE GOAL
At regular reporting periods, monitor and report progress on goals and short-term objectives and
benchmarks.
Planning for Implementation
Action Plan for Change
1. Identify 1, 2 or 3 “ah ha”s from this
presentation.
2. What action you will take now that you know
this?
3. Identify 1, 2 or 3 concepts that solidified or
reinforced what you are doing.
4. What action you will take because of it?
5. Identify what do you still want to know?
6. What action will you take to discover the
answer?
“Change is powerful and motivating. Each
professional must watch for meaningful
changes in the discipline, evaluate those
changes, and adapt with them, when
appropriate.”
Apel, K. Developing Evidence-Based Practices and Research Collaborations in
school settings. LSHSS, July 2001, p. 196
“Change is a double-edged sword. Its
relentless pace these days runs us off
our feet. Yet when things are
unsettled, we can find new ways to move
ahead and to create breakthroughs not
possible in stagnant societies.”
Michael Fullan (2001)
“Man’s mind, once stretched by a new
idea, never regains its original
dimensions.”
Oliver Wendell Holmes
Wrap Up
&
Questions???
THANKS FOR ALL YOU DO FOR
STUDENTS!!!!!